1<br />VT Task Force onInstructional Technology28 January 2010“Computing andInstructional Technology”by Edward A. Fox <br ...
Dept. of Computer Science, Virginia Tech
Blacksburg, VA 24061 USA</li></li></ul><li>Point 1: Computing is Fundamental<br />All of the technologies considered are b...
Engineering Grand Challengeshttp://www.engineeringchallenges.org/cms/challenges.aspx<br />Those that relate to computing i...
Computing Research for 21st Centuryhttp://www.cra.org/ccc/initiatives<br />Data to knowledge to action<br />Evidence-based...
5<br />CTR stakeholders<br />Crisis, Tragedy & Recovery net<br />www.ctrnet.net<br />
LIKES and 4 Needs of Others<br />Processes<br />Programs, algorithms, workflows, business processes, packages/toolkits, pr...
Gigapixel<br />ETD 2010, June 16-18, Austin, TX<br />7<br />5 x 10 monitors<br />All pages shown, grouped by chapter<br />...
Computational Thinking (Wing)<br />Fundamental skill,   conceptualizing<br />Mental tools that reflect breadth of CS<br />...
AP CS Principles: Big Ideas<br />Computing is a creative human activity that engenders innovation and promotes exploration...
AP CS Principles: Big Ideas (2)<br />Programming is a creative process that produces computational artifacts.<br />Digital...
CC2001 Computer Science volume<br />DS. Discrete Structures<br />PF. Programming Fundamentals<br />AL. Algorithms and Comp...
12<br />* Core components<br />
13<br />DL Curriculum Framework<br />
Point 2: Vision: Develop, Move To<br />What is our vision?<br />Who are the stakeholders?<br />How do they interact?<br />...
Vision: Student Abilities<br />Effective learners<br />Effective teamworkers<br />Skilled in research, discovery, & innova...
Vision: Education <-> Research<br />Embrace VT’s other missions, including research and service<br />Research: understandi...
Vision: Support<br />Institutionalization of innovation in all aspects of teaching and learning<br />Distinguished innovat...
Point 3: Ongoing: R&D -> Practice<br />Learning<br />Brain, cognitive science, communication<br />Research<br />Novel rese...
Carl E. Wieman<br />Associate Director for Science in the White House Office of Sci. & Technology Policy<br />Director of ...
Crossing the Chasm(Geoffrey A. Moore, 1999)<br />Diffusion of innovation<br />Technology adoption lifecycle<br />Early ado...
Point 4: Illustrate with Examples<br />Personalization<br />PCs: Personal Computers<br />PIM: Personal Information Managem...
Locating Digital Libraries in Computing and<br />Communications Technology Space<br />Digital Libraries technology<br />tr...
23<br />SynchronousScholarly Communication<br />Same time, Same or different place<br />
24<br />Asynchronous, Digital Library Mediated Scholarly Communication<br />Different time and/or place<br />
25<br />Information Life Cycle<br />Creation<br />Active<br />Authoring<br />Modifying<br />Social Context<br />Using<br /...
26<br />Quality and the Information Life Cycle<br />
27<br />Digital LibrariesShorten the Chain from<br />Author<br />Editor<br />Reviewer<br />Publisher<br />A&I<br />Consoli...
28<br />DLs Shorten the Chain to<br />Roles<br />Digital<br />Library<br />Author<br />Teacher<br />User<br />Reader<br />...
29<br />   Informal 5S & DL DefinitionsDLs are complex systems that<br />help satisfy info needs of users (societies)<br /...
30<br />Degree of Structure<br />Web<br />DLs<br />DBs<br />Chaotic<br />Organized<br />Structured<br />
31<br />Digital Objects (DOs)<br />Born digital<br />Digitized version of “real” object<br />Is the DO version the same, b...
32<br />Metadata<br />harvesting<br />The World According to OAI<br />Service Providers<br />Discovery<br />Current<br />A...
33<br />
34<br />
35<br />Educational Repositories Connect:<br />Users:students, educators, life-long learners<br />Content: structured lear...
36<br />Collections<br />Discovery of content<br />Classification and cataloguing<br />Acquisition and/or linking; referen...
37<br />Services<br />Help services, frequently asked questions, etc.<br />Synchronous/asynchronous collaborative learning...
38<br />referenced<br />items &<br />collections<br />referenced<br />items &<br />collections<br />Special Databases<br /...
39<br />Digital Libraries in Education<br />Analytical Survey, ed. Leonid Kalinichenko<br />© 2003, www.iite-unesco.org, i...
40<br />DLEs: Guiding Principles (p. 12)<br />Driven by educational and science needs<br />Facilitating educational innova...
The Ensemble Computing Portal<br />Many-to-Many Information Connections in a Distributed Digital Library Portal<br />Tools...
42<br />As data, information, and knowledge play increasingly central roles … digital library research should focus on:<br...
43<br />An appropriate infrastructure program will provide sustainability of digital knowledge resources among five dimens...
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  • All the pages of a thesis were shown on a Gigapixel display, which consisted of 5 x 10 monitors (vertical x horizontal). Pages were grouped by the chapter. A handheld device was used to move pages like a mouse. Participants had access to a notepad and Post-it notes on a rolling desk.
  • Ed Fox on Learning Technologies

    1. 1. 1<br />VT Task Force onInstructional Technology28 January 2010“Computing andInstructional Technology”by Edward A. Fox <br /><ul><li>fox@vt.edu http://fox.cs.vt.edu
    2. 2. Dept. of Computer Science, Virginia Tech
    3. 3. Blacksburg, VA 24061 USA</li></li></ul><li>Point 1: Computing is Fundamental<br />All of the technologies considered are based on, or depend upon, computing.<br />=> Faculty, students, staff should be proficient at computational thinking.<br />=> VT should ensure this, preparing the community for Living In the KnowlEdge Society (LIKES):<br /> http://www.livingknowledgesociety.org<br />2<br />
    4. 4. Engineering Grand Challengeshttp://www.engineeringchallenges.org/cms/challenges.aspx<br />Those that relate to computing include:<br />Restore and improve urban infrastructure<br />Advance health informatics<br />Engineer better medicines<br />Reverse-engineer the brain<br />Secure cyberspace<br />Enhance virtual reality<br />Advance personalized learning<br />Engineer the tools of scientific discovery<br />3<br />
    5. 5. Computing Research for 21st Centuryhttp://www.cra.org/ccc/initiatives<br />Data to knowledge to action<br />Evidence-based healthcare, new biology/med.<br />Discovery in science and engineering<br />Advanced intelligence and decision making for America’s security; New transportation<br />Energy future; Smart grid; Quality of life<br />Robotics; Ocean observatories; eScience<br />Emergency informatics<br />Personalized education, eLearning<br />4<br />
    6. 6. 5<br />CTR stakeholders<br />Crisis, Tragedy & Recovery net<br />www.ctrnet.net<br />
    7. 7. LIKES and 4 Needs of Others<br />Processes<br />Programs, algorithms, workflows, business processes, packages/toolkits, problem solving<br />Modeling, simulation<br />Analyze, abstract, connect, validate, predict, refine<br />Managing information<br />Data, information, and knowledge<br />PIM, create/represent/search/retrieve/reuse/… <br />Sensory connection, interaction<br />HCI, games, visualization, collaboration<br />6<br />
    8. 8. Gigapixel<br />ETD 2010, June 16-18, Austin, TX<br />7<br />5 x 10 monitors<br />All pages shown, grouped by chapter<br />A handheld device to move pages<br />Notepad, Post-It on a rolling desk<br />
    9. 9. Computational Thinking (Wing)<br />Fundamental skill, conceptualizing<br />Mental tools that reflect breadth of CS<br />Solving problems, designing systems, understanding human behavior<br />Thinking recursively, parallel processing<br />Abstraction, decomposition, representation, modeling, using invariants, heuristics, ideas, planning, learning, uncertainty, search<br />Applying in (all) other disciplines <br />8<br />
    10. 10. AP CS Principles: Big Ideas<br />Computing is a creative human activity that engenders innovation and promotes exploration.<br />Abstraction reduces information and detail to focus on concepts relevant to understanding and solving problems.<br />Data and information facilitate the creation of knowledge.<br />Algorithms are tools for developing and expressing solutions to computational problems.<br />9<br />
    11. 11. AP CS Principles: Big Ideas (2)<br />Programming is a creative process that produces computational artifacts.<br />Digital devices, systems, and the networks that interconnect them enable and foster computational approaches to solving problems.<br />Computing enables innovation in other fields including science, social science, humanities, arts, medicine, engineering, and business.<br />10<br />
    12. 12. CC2001 Computer Science volume<br />DS. Discrete Structures<br />PF. Programming Fundamentals<br />AL. Algorithms and Complexity<br />AR. Architecture and Organization<br />OS. Operating Systems<br />NC. Net-Centric Computing<br />PL. Programming Languages<br />HC. Human-Computer Interaction<br />GV. Graphics and Visual Computing<br />IS. Intelligent Systems<br />IM. Information Management<br />SP. Social and Professional Issues<br />SE. Software Engineering<br />CN. Computational Science<br />11<br />
    13. 13. 12<br />* Core components<br />
    14. 14. 13<br />DL Curriculum Framework<br />
    15. 15. Point 2: Vision: Develop, Move To<br />What is our vision?<br />Who are the stakeholders?<br />How do they interact?<br />How will each advance maximally?<br />Optimization Goal: Learning<br />Everything else open for innovation<br />But aware of real constraints, e.g.:<br />Continuous, sustainable, focused change<br />14<br />
    16. 16. Vision: Student Abilities<br />Effective learners<br />Effective teamworkers<br />Skilled in research, discovery, & innovation<br />Mentees and tutors<br />Multidisciplinary scholars<br />Citizens in the knowledge society<br />Problem solvers and problem posers<br />Information managers<br />15<br />
    17. 17. Vision: Education <-> Research<br />Embrace VT’s other missions, including research and service<br />Research: understanding reality, discovering, questioning, solving challenges/problems, creating opportunities<br />Service: awareness, compassion, engagement<br />Students at all levels: researching, serving<br />16<br />
    18. 18. Vision: Support<br />Institutionalization of innovation in all aspects of teaching and learning<br />Distinguished innovator speaker series<br />VP for Innovation<br />All the campus groups focused on teaching and learning working together<br />Revisiting all assumptions (lectures, courses, …)<br />Funding, processes, rewards – reshaped <br />Deconstruct => flexible/dynamic synthesis <br />Repackage, e.g., college->dept.->program<br />17<br />
    19. 19. Point 3: Ongoing: R&D -> Practice<br />Learning<br />Brain, cognitive science, communication<br />Research<br />Novel research today is the foundation for practice in 10-30 years.<br />Computing<br />Ubiquitous/pervasive, usable, effective, efficient<br />CS -> IT -> English/Engineering/… -> Practice<br />18<br />
    20. 20. Carl E. Wieman<br />Associate Director for Science in the White House Office of Sci. & Technology Policy<br />Director of the Carl Wieman Science Education Initiative and Professor of Physics (2001 Nobel Prize Winner), U. British Columbia, www.cwsei.ubc.ca<br />“Science Education for the 21st Century: Using the Insights of Science to Teach/Learn Science” (SIGCSE 2010)<br />E.g., Brain-Based Learning/Education<br />19<br />
    21. 21. Crossing the Chasm(Geoffrey A. Moore, 1999)<br />Diffusion of innovation<br />Technology adoption lifecycle<br />Early adopters<br />CHASM<br />Early majority<br />20<br />
    22. 22. Point 4: Illustrate with Examples<br />Personalization<br />PCs: Personal Computers<br />PIM: Personal Information Management<br />User modeling, intelligent tutoring systems<br />Tutors are roughly 3 times more effective<br />Adaptive hypermedia, variable granularity<br />Digital Libraries of Educational Resources<br />21<br />
    23. 23. Locating Digital Libraries in Computing and<br />Communications Technology Space<br />Digital Libraries technology<br />trajectory: intellectual<br />access to globally distributed information<br />Communications<br />(bandwidth, connectivity)<br />Computing (flops)<br />Digital content <br />Note: we should consider 4 dimensions: computing, communications,<br />content, and community (people)<br />less<br />more<br />
    24. 24. 23<br />SynchronousScholarly Communication<br />Same time, Same or different place<br />
    25. 25. 24<br />Asynchronous, Digital Library Mediated Scholarly Communication<br />Different time and/or place<br />
    26. 26. 25<br />Information Life Cycle<br />Creation<br />Active<br />Authoring<br />Modifying<br />Social Context<br />Using<br />Creating<br />Organizing<br />Indexing<br />Retention<br />/ Mining<br />Accessing<br />Filtering<br />Storing<br />Retrieving<br />Semi-<br />Active<br />Utilization<br />Distributing<br />Networking<br />Searching<br />Inactive<br />
    27. 27. 26<br />Quality and the Information Life Cycle<br />
    28. 28. 27<br />Digital LibrariesShorten the Chain from<br />Author<br />Editor<br />Reviewer<br />Publisher<br />A&I<br />Consolidator<br />Library<br />Reader<br />
    29. 29. 28<br />DLs Shorten the Chain to<br />Roles<br />Digital<br />Library<br />Author<br />Teacher<br />User<br />Reader<br />Editor<br />Learner<br />Reviewer<br />Librarian<br />
    30. 30. 29<br /> Informal 5S & DL DefinitionsDLs are complex systems that<br />help satisfy info needs of users (societies)<br />provide info services (scenarios)<br />organize info in usable ways (structures)<br />present info in usable ways (spaces)<br />communicate info with users (streams)<br />
    31. 31. 30<br />Degree of Structure<br />Web<br />DLs<br />DBs<br />Chaotic<br />Organized<br />Structured<br />
    32. 32. 31<br />Digital Objects (DOs)<br />Born digital<br />Digitized version of “real” object<br />Is the DO version the same, better, or worse?<br />Separation of structure, meaning, use<br />Rendered on paper, laptop, handheld – or CAVE<br />Semantic Web (human or machine processing)<br />Surrogate for “real” object<br />Hybrid systems with real and digital objects<br />Data, documents, subdocuments, metadata<br />
    33. 33. 32<br />Metadata<br />harvesting<br />The World According to OAI<br />Service Providers<br />Discovery<br />Current<br />Awareness<br />Preservation<br />Data Providers<br />
    34. 34. 33<br />
    35. 35. 34<br />
    36. 36. 35<br />Educational Repositories Connect:<br />Users:students, educators, life-long learners<br />Content: structured learning materials; large real-time or archived datasets; audio, images, animations; primary sources; digital learning objects (e.g. applets); interactive (virtual, remote) laboratories; ...<br />Tools: search; refer; validate; integrate; create; customize; publish; share; notify; collaborate; ...<br />
    37. 37. 36<br />Collections<br />Discovery of content<br />Classification and cataloguing<br />Acquisition and/or linking; referencing<br />Disciplinary-based themes define a natural body of content, but other possibilities are also encouraged <br />Access to massive real-time or archived datasets<br />Software tool suites for analysis, modeling, simulation, or visualization<br />Reviewed commentary on learning materials and pedagogy<br />
    38. 38. 37<br />Services<br />Help services, frequently asked questions, etc.<br />Synchronous/asynchronous collaborative learning environments using shared resources<br />Mechanisms for building personal annotated digital information spaces<br />Reliability testing for applets or other digital learning objects<br />Audio, image, and video search capability<br />Metadata system translation<br />Community feedback mechanisms<br />
    39. 39. 38<br />referenced<br />items &<br />collections<br />referenced<br />items &<br />collections<br />Special Databases<br />Portals &<br />Clients<br />Portals &<br />Clients<br />Portals &<br />Clients<br />NSDL<br />Services<br />NSDL<br />Services<br />Other NSDL<br />Services<br />NSDL<br />Collections<br />NSDL<br />Collections<br />NSDL<br />Collections<br />Core Services:<br />information retrieval<br />CI Services<br />browsing<br />CI Services<br />authentication<br />Core Services:<br />metadata gathering<br />CI Services<br />personalization<br />Core Collection-<br />Building Services<br />protocols<br />CI Services<br />discussion<br />Core Collection-<br />Building Services<br />harvesting<br />CI Services<br />annotation<br />NSDL Information ArchitectureEssentially as developed by the Technical Infrastructure Workgroup<br />User Interfaces<br />CoreNSDL<br />“Bus”<br />Usage Enhancement<br />Collection Building<br />
    40. 40. 39<br />Digital Libraries in Education<br />Analytical Survey, ed. Leonid Kalinichenko<br />© 2003, www.iite-unesco.org, info@iite.ru<br />Transforming the Way to Learn<br />DLs of Educational Resources & Services<br />Integrated/Virtual Learning Environment<br />Educational Metadata<br />Current DLEs: US (NSDL, DLESE, CITIDEL, NDLTD), Europe (Scholnet, Cyclades), UK (Distributed National Electronic Resource)<br />
    41. 41. 40<br />DLEs: Guiding Principles (p. 12)<br />Driven by educational and science needs<br />Facilitating educational innovation<br />Stable, reliable, permanent<br />Accessible to all<br />Leverage prior research: DL, courseware, …<br />Adaptable to new technologies<br />Supporting decentralized services<br />Resource integration thru tools/organization<br />
    42. 42. The Ensemble Computing Portal<br />Many-to-Many Information Connections in a Distributed Digital Library Portal<br />Tools<br />Distributed DL Portal<br />Services<br />Search<br />Blog<br />Group<br />Forum<br />Notification<br />Browse<br />A collaborative research project to build a distributed portal with up-to-date contents for all computing communities.<br />http://www.computingportal.org/<br />Collections<br />Communities<br />
    43. 43. 42<br />As data, information, and knowledge play increasingly central roles … digital library research should focus on:<br />Increasing the scope and scale of information resources and services;<br />Employing context at the individual, community, and societal levels to improve performance;<br />Developing algorithms and strategies for transforming data into actionable information;<br />Demonstrating the integration of information spaces into everyday life; and<br />Improving availability, accessibility, and, thereby, productivity.<br />
    44. 44. 43<br />An appropriate infrastructure program will provide sustainability of digital knowledge resources among five dimensions:<br />Acquisition of new information resources;<br />Effective access mechanisms that span media type, mode, and language;<br />Facilities to leverage the utilization of humankind’s knowledge resources;<br />Assured stewardship over humanity’s scholarly and cultural legacy; and<br />Efficient and accountable management of systems, services, and resources.<br />
    45. 45. 44<br />Questions?Discussion?<br />Thank You!<br />

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